Thornhill Primary School

Thornhill Primary School

Address: Byron Road, Thornhill, Southampton, Hampshire, SO19 6FH Unique reference number (URN): 145222

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders’ work to improve attendance is making a tangible difference. This means that, overall, pupils’ attendance is rising and persistent absence is reducing for most groups. Leaders work effectively to monitor and track patterns closely. They act quickly and effectively when concerns emerge. Leaders' work with families and external agencies helps remove barriers to pupils' attending school, including those linked to health, housing or social care involvement. Despite this, some disadvantaged pupils and pupils with special educational needs and/or disabilities continue to have low rates of attendance. This means that they do not benefit as fully as they could from all that the school offers.

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Attendance and behaviour Expected standard

The school has a palpable air of harmony and kindness. Pupils trust staff to deal efficiently with any concerns they may have, including bullying. Pupils are courteous and behave well. They follow instructions with thought and care.

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Attendance and behaviour Expected standard

Pupils look forward to their learning and take pride in presenting their work neatly. Staff take every opportunity to celebrate positive behaviour which pupils appreciate and value. Leaders identify pupils who need additional help to manage their behaviour or emotions and provide timely and highly effective support.

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Curriculum and teaching Expected standard

The school’s curriculum is interesting and ambitious. It sets out clearly the order in which pupils should learn important knowledge from the early years to Year 6. Leaders have a clear understanding of the quality of the curriculum and teaching. They use this well to strengthen and refine the curriculum to help pupils, including those with special needs and/or disabilities, learn better.

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Curriculum and teaching Expected standard

Leaders provide appropriate ongoing training to all staff. This includes those who are new to teaching. Leaders ensure that staff use the school’s agreed lesson structure consistently to help pupils revisit their prior learning. This approach supports pupils well particularly those with special educational needs and/or disabilities. Staff explain new concepts clearly and use subject-specific language appropriately. However, sometimes staff do not identify and address gaps in pupils' knowledge and understanding before introducing new learning. When this happens, pupils do not build knowledge as securely as they could.

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Curriculum and teaching Expected standard

Overall, leaders' actions to strengthen the curriculum and teaching ensure that pupils are increasingly well equipped with the knowledge for future success. This includes in the foundations of reading, writing and mathematics, although work to address gaps in the knowledge of some older pupils is ongoing. Reading is given a high priority. Staff take every opportunity to promote pupils’ love of reading. Phonics is typically taught well. Leaders make sure that pupils who need extra help with their reading are supported to catch up quickly.

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Early years Expected standard

Many children start in the early years with wide gaps in their language and communication skills. This hinders their readiness for learning. Staff skilfully identify these needs and address them effectively. They build positive relationships with parents and carers, nurseries and other professionals. This helps staff to quickly build an accurate picture of each child and to adapt learning so that they receive the support that they need.

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Early years Expected standard

Children settle into routines quickly and understand what is expected of them. The curriculum precisely identifies what they should learn. Staff use everyday interactions to reinforce this knowledge. They build children’s vocabulary and encourage them to explore new words in their play. Staff make sure children have access to a wide range of books that link to their learning and foster their natural curiosity. Children choose these books independently and enjoy using them as part of their play.

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Early years Expected standard

Children learn the skills they need to read with growing confidence. Phonics is typically taught well. Consequently, children make steady progress through the curriculum and are ready for key stage 1. However, at times, staff do not check or correct gaps in children’s phonics knowledge as precisely as they could. As a result, a small number of children do not secure this learning as well as they could.

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Inclusion Expected standard

Leaders ensure that pupils’ needs are identified swiftly and accurately. Leaders share this information with staff. This ensures that staff know and understand pupils’ barriers to learning well. Leaders make sure that staff monitor the learning and wellbeing of vulnerable pupils. This includes those pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Staff build positive relationships with pupils and their families. Where required, staff work with outside agencies and the virtual school, to shape support plans and raise pupils’ aspirations.

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Inclusion Expected standard

Leaders have provided suitable training for staff on how to adapt lessons for pupils with SEND, or with gaps in their learning. In English and mathematics, staff generally use the techniques they have learned well. Leaders monitor the impact of training carefully. Consequently, they recognise that there are inconsistencies in how well staff make adaptions to help pupils learn in some other subjects.

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Inclusion Expected standard

Leaders' approach to using pupil premium funding for disadvantaged pupils is linked clearly to pupils' needs and shows an increasing impact on pupils' learning, particularly in phonics. Leaders make use of alternative provision for some pupils. Leaders communicate well with staff at these provisions to ensure that placements are purposeful.

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Leadership and governance Expected standard

Leaders and trustees are ambitious for the school and the community it serves. They have successfully embedded a culture of high aspirations for staff and pupils. There is a clear ethos of collaboration and teamwork in all areas of the school. Pupils and their families are at the centre of the decisions that leaders make. This is particularly the case for disadvantaged pupils or those who have special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders routinely evaluate the quality of the school's provision. They accurately identify key priorities and take well-informed actions to address these. For example, they are working with determination to reduce the number of pupils who are persistently absent and to increase pupils' attainment at the end of key stage 2. Leaders check carefully to ensure that pupils including the youngest children are developing secure knowledge in all areas of learning.

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Leadership and governance Expected standard

Trustees are knowledgeable about their roles. They fulfil their duties effectively, for example in relation to safeguarding. Trustees provide leaders with appropriate challenge and support to ensure that the school continues to improve.

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Leadership and governance Expected standard

Leaders ensure that staff receive high-quality training to continue to strengthen their expertise. This builds staff's confidence to carry out their roles effectively. Staff, including those who are new to teaching, feel valued and supported. They appreciate how leaders and trustees consider their workload and support their wellbeing.

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Personal development and wellbeing Expected standard

Leaders have established a well-ordered personal, social, health and economic (PSHE) curriculum that supports pupils to be ready for their futures. Leaders have carefully shaped the PSHE curriculum, which includes topics such as financial management, online safety, mental health, and drug and alcohol awareness. Pupils learn about keeping healthy through exercise and a balanced diet. They have an age-appropriate understanding of healthy relationships and know how to look after their mental and emotional wellbeing.

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Personal development and wellbeing Expected standard

The wider support that leaders offer to pupils is noteworthy, especially for pupils who are vulnerable or face disadvantage. Leaders foster caring and close relationships with pupils' families. Leaders use these relationships and their detailed knowledge of all pupils to plan effective support, which has a positive impact on pupils' wellbeing. Older pupils speak confidently about how the school prepares them for future challenges. For instance, pupils learn strategies to be more organised, how to work well in groups and how to regulate their emotions effectively.

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Personal development and wellbeing Expected standard

Pupils learn how to be thoughtful and positive citizens. They discuss topics such as disability, racism and mutual respect with thought and consideration. Leaders are taking effective steps to ensure that pupils further develop their knowledge and understanding of the main religions represented in modern Britain.

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Personal development and wellbeing Expected standard

Pupils meet a range of professionals who broaden their understanding of future careers and raise their aspirations. Pupils also enjoy developing their talents and hobbies through a variety of clubs. For example, choir, multi-sports, dancing and badminton. Leaders check participation carefully and remove barriers so all pupils can access these opportunities. These experiences help pupils build character, develop resilience and prepare positively for life beyond school.

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Achievement Needs attention

Pupils, including those who are disadvantaged, have not achieved as well as they should in national examinations at the end of key stage 2. Many pupils currently in key stage 2 have gaps in their knowledge of reading, writing and mathematics which hinder how securely they learn the curriculum and how highly they achieve. These weaknesses stem from previous staffing changes and inconsistencies in teaching, which leaders have addressed.

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Achievement Needs attention

This picture contrasts with pupils’ stronger achievement in the early years and key stage 1, where they typically secure the basic skills in reading, writing and mathematics. For example, outcomes in the Year 1 phonics screening check are in line with the national average.

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Achievement Needs attention

Leaders are taking decisive action to raise pupils’ achievement. This work is beginning to have a positive impact. Pupils currently in the school are building their knowledge and skills with increasing confidence and more pupils than before are progressing well through the curriculum and are better prepared for their next steps in education.

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What it's like to be a pupil at this school

Pupils step into school each morning with happy smiles. Staff know pupils well and greet them warmly. This ensures that pupils feel welcomed and valued. They enjoy opportunities to share their views and contribute to school life. For example, pupils help to choose the extensive range of playtime equipment, books for the library and attendance rewards. Pupils behave well. They are proud of their responsibilities, such as monitors and as ‘O-pals’. This supports pupils' confidence, resilience and their sense of belonging. Pupils value the range of clubs on offer, including sporting, creative and performance activities. A high proportion of parents and carers praise the efforts staff make to help their children and families.

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What it's like to be a pupil at this school

Pupils benefit from effective pastoral care. Leaders and staff care deeply about pupils, their families and the community they serve. Staff notice subtle changes in pupils' mood or behaviour and respond with empathy. Starting in the early years, children feel safe because of the positive and trusting relationships staff form with them. Consequently, pupils are not worried about bullying or unkindness. They know that staff will resolve any issues or worries quickly and effectively.

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What it's like to be a pupil at this school

Over time, pupils have not achieved as well as they should at the end of key stage 2. Leaders have put in place well-considered systems and effective interventions to address this. Older pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, are beginning to secure core skills in reading, writing and mathematics. However, these improvements are at an early stage.

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What it's like to be a pupil at this school

Pupils develop a secure understanding of the wider world. They demonstrate the importance of tolerance and personal responsibility through the care that they show for each other. One pupil captured the views of many, saying, ‘the colour of our skin or what we look like does not matter because we are all equal.’

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Next steps

Leaders should ensure that staff have the expertise to make timely adjustments in teaching, so that disadvantaged pupils and those with special educational needs and/or disabilities benefit from the support that they need to access the curriculum equally well in all subjects. Leaders should ensure that teachers check for, and address, any gaps in pupils’ knowledge, including their phonics knowledge, with precision, so that pupils' learning builds securely in all subjects. Leaders should continue to take effective action to address any gaps in older pupils' knowledge of reading, writing and mathematics, so that these pupils achieve highly and leave school well prepared for the next stage of their education. Leaders should continue to reduce rates of persistent absence for disadvantaged pupils and for pupils with special educational needs and/or disabilities, so that they benefit from all that the school has to offer.

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Next steps

Leaders should continue to embed the improvements they have made to ensure consistently high standards across the school, particularly in pupils’ achievement.

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About this inspection

This school is part of the Hamwic Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Robert Farmer, and overseen by a board of trustees, chaired by Gary Plummer.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders and some staff during the inspection. The lead inspector also spoke with the CEO, the chair of trustees, the chair of governors and senior staff from the trust. An inspector also spoke on the telephone with the head of the virtual school.

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About this inspection

The inspectors confirmed the following information about the school.

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About this inspection

The school uses one registered provider of alternative provision.

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Team inspectors:

Rebecca Mayman, Ofsted Inspector Chris Berry, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

National average: 300 Headteacher : Lucy Carroll

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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